Microcomputer Software: Design and Development Principles

The purpose of this mixed-methods study was to investigate the relationship between teachers’ conceptions of mathematics and their use of intelligent tutoring systems for mathematics instruction. Intelligent tutoring systems are adaptive computer programs which administer mathematics instruction to students based on their cognitive state. A conception is a mixture of beliefs and knowledge. The participants in this study were 93 junior high school mathematics teachers from three school districts in the Midwest. Data were gathered using a two-part online survey. The first part of the survey contained questions about their use of intelligent tutoring systems, graphing calculators, Desmos and dynamic geometry software. The second part of the survey contained Likert questions from the teachers’ version of the Conceptions of Mathematics Inventory. Desmos is a website providing interactive classroom activities and a user-friendly graphing calculator. Dynamic geometry software is a class of interactive geometry programs. The quantitative analysis revealed no statistically significant interactions between teachers’ conception scores and intelligent tutoring system use, or between teachers’ conception scores and how intelligent tutoring systems were used. There were statistically significant interactions between teachers’ conception scores and their use of graphing calculators, Desmos, and dynamic geometry software. The qualitative analysis revealed that teachers used intelligent tutoring systems for differentiation. Teachers used graphing calculators, Desmos, and dynamic geometry software for visual, computational, and exploratory purposes. Teachers exclusively using intelligent tutoring systems to incorporate technology should also incorporate technology which promotes student exploration.

Online learning with Intelligent Tutoring System (ITS) is becoming very popular where the system models the student's learning behavior and presents to the student the learning material (content, questions‐answers, assignments) accordingly. In today's distributed computing environment, the tutoring system can take advantage of networking to utilize the model for a student for students from other similar groups. In the present paper we present a methodology where using Case Based Reasoning (CBR), ITS provides student modeling for online learning in a distributed environment with the help of agents.Student modeling is a key component in any Intelligent Tutoring System (ITS). In today's distributed computing environment, the tutoring system can take advantage of networking to utilize the model for a student for students from other similar group. In the present paper we present a methodology where using Case Based Reasoning (CBR), the ITS provides student modeling for online learning in a distributed environment with the help of agents.The Chapter describes the approach, the architecture, and the agent characteristics for the student modeling in the ITS. This concept can be deployed to develop ITS where the tutor can author and the students can learn locally whereas the ITS can model the students' learning globally in a distributed environment. The advantage of such an approach is that both the learning material (domain knowledge) and students' model can be globally distributed thus enhancing the efficiency of ITS with reducing the bandwidth requirement and complexity of the system.

Due to the rapid growth of the use of computers and increasing use of the Internet in education a large number of Web-based educational applications have been developed and implemented. However, very few of them are pedagogically intelligent and interactive for learning purposes. The Web-based intelligent learning has become more effective in the past decade due to increasing use of the Internet in education. A literature search indicates that there is a lack of relevant comprehensive research concerning the efficiency of computer-assisted instructions used in engineering education. The main focus of the research described in this chapter is on the comprehensive review of design and development of the Web-based authoring tool for an Intelligent Tutoring System in engineering education. The chapter outlines and discusses important issues of the development of Intelligent Tutoring System (ITS) in engineering education with an example of the development of a Web-Based Computer-Assisted Tutorials and Laboratory Procedures (WCALP).KeywordsEducational SoftwareExpert ModelInstructional SoftwareEducational Technology PublicationNatural Language DialogueThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This research assessed how the performance and team skills of three-person teams working with an Intelligent Team Tutoring System (ITTS) on a virtual military surveillance task were affected by feedback privacy, participant role, task experience, prior team experience, and teammate familiarity. Previous work in Intelligent Tutoring Systems (ITSs) has focused on outcomes for task skill training for individual learners. As research extends into intelligent tutoring for teams, both task skills and team skills are necessary for good team performance. This work includes a brief review of previous research on ITTSs, feedback, teams, and teamwork, including the recounting of two categories of a framework of teamwork performance, Communication and Cognition, which are relevant to the present study. This research examines the effects of an intelligent agent, as well as features of the team, its members, and the task being undertaken, on team communication (measured by relevant key-presses) and team situation awareness (as measured by scores on a quiz). Thirty-seven teams of three participants, each at their own computer running a multiplayer surveillance simulation, were given just-in-time private (individually delivered) or public (team-delivered) performance feedback during four 5-min trials. In the fourth trial, two of the three participants switched roles. Feedback type, teamwork experience, and teammate familiarity had no statistically significant effect on communication or team situation awareness. However, higher levels of role experience and task experience showed significant and medium-sized effects on communication performance. Results, based on performance data and structured interview responses, also revealed areas of improvement in future feedback design and a potential benchmark for feedback frequency in an action-oriented serious game-based ITTS. Among the conclusions are six design objectives for future ITTSs, establishing a foundation for future research on designing effective ITTSs that train interpersonal skills to nascent teams.

098 Developing an Intelligent tutoring system for prostate cryosurgery

The concept of Intelligent Tutoring System (ITS) is used to describe any computer-based educational systems that provide immediate and personalized instruction and feedback to learners, usually without the intervention from a human teacher. This study examined the availability, accessibility, and utilization of ITS applications for teaching among selected secondary schools in Ilorin, Kwara state. The research was a descriptive type using the survey method. A random sampling technique was used to select 150 teachers from 5 secondary schools in Ilorin, Kwara state. Intelligent tutoring systems are not available to secondary school teachers in the Ilorin metropolis; the reaction of the respondents towards the use of ITS application software for instruction was Positive. From the findings of this study, it was concluded that Teachers do not have access to ITS application for instruction as a result of the availability of ITS instruction application. The implication is that if teachers have access to the ITS application for Instruction it will further foster education security. The study recommends that Government and School administrators should ensure adequate power supply and Internet facilities for easy access and utilization of ITS applications for Instruction in the classroom, also teachers who are not in ICT compliance should be encouraged to study further to meet up with the current technological trends.

The rapid advancement of artificial intelligence (AI) technologies has significantly reshaped educational systems and learning environments worldwide. In particular, the integration of AI into language education has created new opportunities for improving learning efficiency, enhancing personalized instruction, and facilitating interactive communication environments. In the context of globalization and international talent development, the ability to communicate effectively in English has become an essential competence for participating in global economic, cultural, and technological exchanges. However, traditional language education models often rely on teacher-centered instruction and standardized assessments, which may not fully address the diverse learning needs of students or provide sufficient opportunities for authentic communication practice. This study explores the role of artificial intelligence in empowering the development of English competence for international talents. Drawing upon theories of technology-enhanced learning, intelligent tutoring systems, and global competence development, the paper proposes a conceptual framework that illustrates how AI technologies can support language learning through multiple application scenarios. These scenarios include intelligent language tutoring systems, AI-mediated communication environments, automated language assessment systems, and data-driven learning analytics. Based on these application scenarios, the study further proposes an AI-empowered educational model that integrates artificial intelligence technologies with innovative pedagogical approaches to support the cultivation of international talents. The model emphasizes personalized learning pathways, adaptive instruction, and global communication platforms supported by AI systems. The study contributes to theoretical discussions on AI-supported language education and provides practical insights for cultivating internationally competitive talents in the era of digital transformation.

Developments in the wireless infrastructure have paved the way to a new e-learning paradigm named mobile learning (m-learning). M-learning systems aim to improve the quality of learning by providing mobile learners with an easy, contextualized and ubiquitous access to knowledge. Our discussion focuses specifically on mobile intelligent tutoring systems. Based on our previous work in the field of intelligent tutoring systems as well as agent technology we have outlined a multi-agent architecture for our intelligent tutoring system xTEx-Sys to be extended to mobile devices. Given the present absence of relevant literature and referent material we think that this paper provides software developers with some valuable guidelines.Keywordsagentsintelligent tutoring systemsm-learningagent-based systemsmobile intelligent tutoring systems

Requirements analysis of Multi-Agent Based Intelligent Tutoring SystemsThe agent oriented software engineering research proposes general assumptions for agent oriented software development, while intelligent tutoring system (ITS) research proposes specific ITS architecture and other specific knowledge for ITS development. Both of these views should be taken into consideration while developing multi-agent based ITSs. Thus there is a need for specific approaches for all phases of agent based ITS development which take into consideration main ideas from both agent oriented software engineering and ITS research. In this paper we propose a requirements analysis approach for multi-agent based ITSs. A case study of a simple ITS is included, too. Requirements analysis in the proposed approach consist of two main steps, namely goal modelling and use case modelling. During the goal modelling the main goals of the system are identified and a goal hierarchy for the system is created. During the use case modelling use cases needed to achieve each lower level goal and their descriptions are created. The proposed approach of the requirements analysis is intended to be a part of the full life cycle methodology for multi-agent based ITS development. The developed use case model (especially use case scenarios) is used during the agent interaction design and task definition. Goal hierarchy during the design phase is mainly used for checking, if the results of design achieve all system's goals.

This paper reconsiders the threat posed by Shacham's -- a technique by which W-xor-X-style hardware protections are evaded via carefully crafted stack frames that divert control flow into the middle of existing variable-length x86 instructions -- creating short new instructions streams that then return. We believe this attack is both more general and a greater threat than the author appreciated. In fact, the vulnerability is not limited to the x86 architecture or any particular operating system, is readily exploitable, and bypasses an entire category of malware protections. In this paper we demonstrate general return-oriented programming on the SPARC, a fixed instruction length RISC architecture with structured control flow. We construct a Turing-complete library of code gadgets using snippets of the Solaris libc, a general purpose programming language, and a compiler for constructing return-oriented exploits. Finally, we argue that the threat posed by return-oriented programming, across all architectures and systems, has negative implications for an entire class of security mechanisms: those that seek to prevent malicious computation by preventing the execution of malicious code.

Cyberlearning is challenged by the lack of personal and assessment-driven learning, and students are often puzzled by the lack of instructor guidance and feedback, the huge volume and diversity of the learning materials, and thelack of the ability to zoom in from the general concepts to the more specific ones, or the opposite. Intelligent tutoring systems are needed to improve the cyberlearning quality. One of the major difficulties is knowledge representation. The current industry standard is to use Web Ontology Language (OWL) forrepresenting knowledge structure. But OWL only supports one first-class relation, is-a, between the concepts, and different knowledge areas usually need different custom relations to describe the relations among the concepts. For example part-of and time dependency are important relations torepresent most engineering knowledge bodies. OWL has to use object properties to emulate such custom relations, leading to awkward knowledge representation hard for domain experts to code, validate and use such knowledge bases. This research uses Pace University's extension to OWL, named Knowledge Graph (KG), to support knowledge representation with custom relations. The instructors can use Pace University extended Protege IDE to declare and apply custom relations in a single document. The instructor teaching experience is also coded in the KG to better support custom learning order by students with different backgrounds. The prototype of a knowledge-driven tutoring system was designed and implemented to illustrate how the KG supports integrated assessments, using assessment results to custom student learning order or material, and let the students freely navigate in the knowledge space from general to specific or the opposite, and following various custom relations. A web technology tutorial is used to validate the design and effectiveness of this approach.

An intelligent tutoring system (its) for operating training of rocsat TT&C groung station

Since Computer Science students are used to applying both General Purpose Programming Languages (GPPLs) and Domain-Specific Languages (DSLs), Generative Artificial Intelligence based on Language Models (LMs) can help them on automatic tasks, allowing them to focus on more creative tasks and higher skills. However, the teaching and evaluation of technical tasks in Computer Science can be inefficient and prone to errors. Thus, the main objective of this article is to explore the performance of LMs compared to that of undergraduate Computer Science students in a specific case study: designing and implementing RESTful APIs DSLs. This research aims to determine if LMs can enhance the efficiency and accuracy of these processes. Our case study involved 39 students and 5 different LMs that must use the two DSLs we also designed for their task assignment. To evaluate performance, we applied uniform criteria to student and LMs-generated solutions, enabling a comparative analysis of accuracy and effectiveness. With a case study comparing performance between students and LMs, this article contributes to checking to what extent LMs are able to carry out software development tasks involving the use of new DSLs specially designed for highly specific settings in a similar way as well-qualified Computer Science students are able to. The results underscore the importance of welldefined DSLs and effective prompting processes for optimal LM performance. Specifically, LMs demonstrated high variability in task execution, with two GPT-based LMs achieving similar grades to those scored by the best of the students for every task, obtaining 0.78 and 0.92 on a normalized scale [0, 1], with 0.23 and 0.14 Standard Deviation for ChatGPT-4 and ChatGPT-4o respectively. After the experience, we can conclude that a well-defined DSL and a proper prompting process, providing the LM with metadata, persistent prompts, and a good knowledge base, are crucial for good LM performance. When LMs receive the right prompts, both large and small LMs can achieve excellent results depending on the task.

— Intelligent Languages Tutoring Systems (ILTSs) plays a significant role in evaluating students’ answers through interaction with them. ILTSs implements Natural Language processing (NLP) techniques in order to allow free input of words and sentences. ILTSs have the capability of identifying the input errors and provide an immediate feedback along with the errors source. It has been observed that ILTSs were not surveyed intensively; the reason that motivates us to conduct this research. Some NLP recent trends such as Latent Sematic Analysis and entailment were demonstrated. Different ILTSs have been discussed with a dedicated section about the development of Arabic ILTSs. Arabic share many of its characteristics with Semitic and morphologically rich languages. In our presentation we point out new trends that have been emerged while conducting survey. Keywords—Intelligent Language Tutoring systems; ILTS; ITS; Natural Language Processing, Arabic Langauge. I. I NTRODUCTION Nowadays, computers are essential part in our lives. Computer applications have become widely used in different domains to provide useful facilities for their users. Examples of educational applications which find the functionalities of computers fit into their purposes are lesson tutoring, language testing, errors diagnosing and handling, and documents archival. These are good reasons that enable researchers and developers to think about designing an Intelligent Tutoring Systems (ITSs). These systems attempt to mimic the one-to-one human tutor in order to deliver learning material in the cyber space rather than using books and traditional learning environment. Natural Language Processing (NLP), as one of the Artificial Intelligence fields, plays a significant role in how computers could interpret and process human natural languages (text or speech) in order to develop useful learning applications. In this review, we will shed the light on the relevant areas of Intelligent Language Tutoring Systems (ILTSs). ILTSs attempt to develop NLP techniques that focus on processing and assessing the learner’s free text input. The use of ILTSs in education makes it easy to diagnose the leaner’s error and provide convenient feedback along with the source of error (which is main goal of ILTS). We describe different ILTSs in this survey, including auto-tutor ([21], [22], [35]), web-based German Tutor [23], Beetle II [28], and CIRCSIM-Tutor ([29], [30]). It should be noted that Authoring Systems are different from ILITS as they just enable the author to represent his/her knowledge in natural language without resorting to any intelligent programming. As learning Arabic language is a challenge task, we discuss some characteristics and issues related to Arabic NLP which have led to the progress in Arabic ILTSs research. To the best of our knowledge, ILTSs have not yet been surveyed extensively, which has motivated us to conduct this survey. The rest of this paper is structured as follows: Section II provides background about: Intelligent Tutoring Systems, Natural Language Processing with focus on two main issues (

This study examined Chinese undergraduate medical students’ acceptance and adoption of intelligent tutoring systems (ITSs) using the general extended technology acceptance model for e-learning via a Likert-scale questionnaire. Specifically, it examined the relations between the five antecedents and the four core components in the model (i.e., perceived usefulness (PU), perceived ease of use (PEOU), behavioural intention and actual use of ITSs). The results of PLS-SEM showed that perceived enjoyment was the most influential antecedent as it significantly impacted both PU and PEOU. Both self-efficacy and prior experience only significantly contributed to PEOU but not PU. Both PU and PEOU significantly and positively predicted behavioural intention, which in turn had a significant and positive path to actual use. The results provide some practical implications to teachers as to how to encourage Chinese undergraduate medical students’ adoption of ITSs: by integrating some gamification elements into the learning activities in ITSs to foster students’ enjoyable feelings or familiarising students with using ITSs so that they can quickly adapt to learning through them. This could be achieved by providing guidance in using ITSs via videos, websites or booklets, or at the beginning of the course, inviting senior students to share their perceived advantages and usefulness of using ITSs. Implications for practice or policy: Because of the importance of perceived enjoyment, teachers may integrate some gamification into the learning activities in ITSs to nurture students’ enjoyable feelings. To enable students to quickly accommodate learning via ITSs, institutions may provide students with information on common features of ITSs or how to navigate a specific ITS. Teachers may explicitly explain how learning objectives can be better achieved through using an ITSs so that students will appreciate its usefulness.